8th Grade ELA Grading Policy

Running Brushy Middle School 8th ELA Grading Policy 

RBMS 8th ELA will be operating gradebook with the following categories:

98% - Language Arts Skills (changed/updated based on higher assessment, shows current level of mastery)

1%   - Evidence of Learning (running log of assignments/assessments using skills-grading rubrics)

1%   - Commitment to Learning (assessment of timeliness, completion, and accuracy of assignments)

Late work policy:

Late work will be reflected in the Commitment to Learning category. Students can receive a 100 if completed correctly and turned in on the due date. Students are expected to turn in work on time. If students turn in the assignment late, 5 points will be docked per school day past the due date. If the assignment is 7+ days late, the student can only earn a 60 if completed as instructed. 

If work is not turned in on time they have until the last Wednesday of the grading cycle to achieve their own level of mastery, up to full credit in the Language Arts and Evidence of Learning categories. If work is not received by the last Wednesday of the grading cycle the student will receive a zero for the assignment. 

Redo/Retake policy:

Students will have until the last Wednesday of the grading cycle to achieve their own level of mastery on the final assignment/assessment per specific skill that has been taught, up to full credit. Students will complete a teacher tutorial within two days after it is graded. The teacher will provide an additional assignment/assessment covering the skills of the assignment/assessment. 

Purpose of Grades:

The focus of a grading system is to measure student mastery on their learning targets. The purpose of grades is to provide students with feedback about their progress and achievement, guide students about future coursework, provide guidance to teachers for instructional planning and communicate progress to parents. 

LISD Grading Policy Expectations: 

• Grading policy should be focused on student learning and mastery of skills 

• Grading policy must be consistent by grade level or course by campus 

• Retake or redo opportunities should focus on opportunities to relearn concepts 

• Retake or redo opportunities should scaffold based on age level appropriateness 

Skills-Based Grading Components 

In order to report the most accurate snapshot of a student’s current level of skills mastery, LISD ELA teachers are committed to the following five components of skills-based grading 

1. Report out scores/grades according to content area proficiency skills/standards instead of individual assignments. 

2. Use skills-based rubrics with specific descriptors for each proficiency level instead of using the traditional 100 point scale to assign scores/grades. 

3. Provide students with opportunities to practice, self-assess, and demonstrate mastery on each skill. 

4. Focus on mastery of skills - remove all other factors when calculating the grade such as behavior, attitude, participation, and effort. 

5. Report the current level of achievement within each skill at the end of a marking period instead of averaging scores together.